Select a content area (reading, mathematics, science, social studies) and develop an inventory of THREE strategies (one for each area below) and/or materials that would develop critical thinking and problem solving skills with your students. Describe how you would assess the learning of the content presented in the activity. Cite a minimum of 3 professional references; one reference may be the course textbook. Use the title page that is provided in Appendix A in this syllabus. See the grading rubric for this assignment in Appendix C of this syllabus. Save the assignment with the file name in the following format:

Use the link below to find a reading documents for reading. I prefer ELA 4^th Grade.

https://www.mdek12.org/sites/default/files/Offices/Secondary%20Ed/ELA/2016-MS-CCRS-ELA_20180724_2.pdf

Develop at least one strategy or material for each area below. See resources that are linked as attachments to this assignment iCanvas.

Learning theories (Multiple Intelligences, Constructivism, Cognitivism, Humanism, Behaviorist, etc.)

Use of technology resources (videotapes, disks, audio visual technology, computers, websites, web quest, etc.)

Use of instructional strategies (cooperative learning, collaborative learning, discovery learning, inquiry learning, active/engaged learning, interdisciplinary study, project based learning, etc.)

For each strategy you must:

Define and/or describe the strategy

o Type of strategy

o Activity name

o Activity description

Explain how the strategy will help all students learn to think critically.

o Background information of the instructional strategy

Explain how you will use the strategy/materials in the classroom

o Materials needed

o Classroom use

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Struggling with where to start this assignment? Follow this guide to tackle your assignment easily!

Step-by-Step Guide to Completing Your Assignment:

“Critical Thinking & Problem-Solving Strategies in 4th Grade ELA”

This assignment focuses on developing critical thinking and problem-solving skills through three distinct approaches:

A learning theory-based strategy
A technology-integrated activity
An instructional strategy

You’ll focus on 4th Grade English Language Arts (ELA) and draw from the Mississippi College- and Career-Readiness Standards for ELA (linked above). Cite three professional references, including your course textbook.

Step 1: Choose Your Content Area — ELA, 4th Grade

Review the standards from the Mississippi CCRS ELA 2016 Document and select a standard that encourages reading comprehension, writing, or vocabulary development.

Strategy 1: Based on a Learning Theory

Strategy Type: Constructivism

Activity Name: “Text-to-World Connections Discussion Circles”

Activity Description:

Students read a short passage (e.g., a realistic fiction story) and then participate in small-group discussions where they relate themes from the story to real-world events or personal experiences. Each student must cite evidence from the text and connect it to a social, cultural, or environmental issue.

How it Encourages Critical Thinking:

Constructivism emphasizes that learners build new knowledge by connecting to prior experiences. Students critically evaluate the text, form opinions, and support them with textual evidence, enhancing comprehension and analytical thinking.

Classroom Implementation:

Materials: Textbook stories, discussion prompts, paper or digital journals.
Use: After independent reading, students meet in groups with guiding questions like, “How is the main character’s experience similar to something in the real world?” or “What would you do in the same situation?”

Assessment:

Use a rubric to evaluate students on text evidence, relevance of their connections, and participation in discussion.

Reference:
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.

Strategy 2: Use of Technology

Strategy Type: WebQuest

Activity Name: “Journey Through Genres WebQuest”

Activity Description:

Students explore different genres of literature (fables, biographies, informational texts) through a guided WebQuest. Each station (or slide/page) includes interactive elements (videos, articles, quizzes), culminating in a final creative writing piece based on their favorite genre.

How it Encourages Critical Thinking:

WebQuests require students to analyze, compare, and synthesize information from various sources. It promotes media literacy, genre knowledge, and self-directed learning.

Classroom Implementation:

Materials: Laptops/tablets, WebQuest platform (e.g., Google Slides or Nearpod), genre anchor texts.
Use: Over 2–3 class periods, students complete tasks independently or in pairs, then present findings.

Assessment:

Use a rubric for evaluating WebQuest completion, genre understanding, and creativity in the final product.

Reference:
March, T. (2003). The Learning Power of WebQuests. Educational Leadership, 61(4), 42–47.

Strategy 3: Instructional Strategy

Strategy Type: Project-Based Learning (PBL)

Activity Name: “Author’s Toolbox: Writing a Story with Purpose”

Activity Description:

Students write their own short narrative story using an author’s “toolbox” (setting, character, conflict, theme). They work in small teams to brainstorm, draft, peer-review, and publish their stories in a classroom anthology or digital blog.

How it Encourages Critical Thinking:

Students must evaluate literary elements, revise collaboratively, and justify their writing decisions. It fosters deeper understanding of narrative techniques and problem-solving in team settings.

Classroom Implementation:

Materials: Writing notebooks, graphic organizers, access to Google Docs or Book Creator.
Use: A 1-week unit. Students spend time drafting, revising with peer feedback, and preparing their final piece.

Assessment:

Use a rubric to assess creativity, narrative structure, grammar, teamwork, and use of feedback in revisions.

Reference:
Larmer, J., Mergendoller, J. R., & Boss, S. (2015). Setting the Standard for Project-Based Learning: A Proven Approach to Rigorous Classroom Instruction. ASCD.

Final Section: References

Include these formatted in APA style at the end of your assignment:

Sample APA References:

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
March, T. (2003). The learning power of WebQuests. Educational Leadership, 61(4), 42–47.
Larmer, J., Mergendoller, J. R., & Boss, S. (2015). Setting the standard for project-based learning: A proven approach to rigorous classroom instruction. ASCD.

Final Tips:

Use Appendix A in your syllabus for your title page.
Check Appendix C for the grading rubric to ensure alignment.
Save your file as: LastName_FirstName_CriticalThinkingAssignment.docx

Would you like help formatting this into a final Word document or adding a sample title page?

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